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A project by: Liceo Ginnasio Statale "Francesco Vivona" - Roma Berzsenyi Dániel Gimnázium - Budapest Key Action KA2 - Cooperation for Lycée polyvalent Auguste Blanqui - Saint-Ouen innovation and the exchange of good practices Action Type KA201 - Strategic Partnerships for school education INDEX Introduction pg 6 Participating Organisations. Breef profile. pg 10 Project Timeline pg 12 1. Teaching Smart City through Smart School. Why we need to innovate pg 13 2. How to innovate the school. Smart Teaching Tools pg 19 2.1 Liceo Vivona Innovative Teaching Tools pg 20 2.2 How to innovate the school. Smart Teaching Tools pg 18 2.2.1 Communicating sustainability through images. Visual storytelling and pg 21 infographics 2.2.2 Learning city past by playing pg 24 2.2.3 Imagining the future city by creative storytelling pg 26 2.3 Berzsenyi Dániel Gimnázium Innovative Teaching Tools pg 28 2.3.1 Our relation to our city. Introductory activities pg 28 2.3.2 Natural features of the city: The Danube divides and connects pg 31 2.3.3 Natural features of the city – The city from a bird’s eye views pg 34 2.3.4 History and memory pg 35 2.3.5 Living History pg 37 2.3.6 Is there a way out of homelessness? pg 42 ITALY 2.3.7 What is the ideal urban space like? pg 45 2.4 Lycee Polyvalent Auguste Blanqui Innovative Teaching Tools pg 46 2.4.1 Urban development around the river of the Seine. Saint-Ouen and the pg 47 Grand Paris 2.4.2 Learning city past through art history pg 49 FRANCE 2.4.3 Imagining the future of the city. Saint-Ouen towards Smart City. The issue pg 50 of public transport 3. The students logbook. Experience Smart City pg 53 3.1 Experience Rome pg 54 3.1.1 Experience Eur through images. Triple Bottom Line Sustainability pg 54 HUNGARY 3.1.1.1 The historical context: Eur through past and present pg 55 3.1.1.2 The richness and liveability of a mixed-use district pg 57 3.1.1.3 The green and water frame in Eur pg 58 3.1.1.4 Flora and fauna in Eur pg 60 3.1.1.5 Hydric system in Eur pg 62 3.1.2 Experience Tiber by playing pg 65 3.1.2.1 TiberQuiz pg 65 3.1.2.2 Game Design pg 88 3.1.2.3 Pugna: a board game along Tiber pg 99 3.1.3 Experience the future eternal city pg 99 3.2 Experience Budapest pg 105 3.2.1 Experience Budapest through its naturale resources pg 105 3.2.1.1 Our relationship with the city. Introductory activities pg 105 3.2.1.2 My favourite places. Students’ preferences pg 108 3 3.2.1.3 The Danube Project – Summary pg 112 3.2.1.4 Green Areas: Parks in Budapest pg 113 3.2.1.5 The Hills: a presentation of Gellert area pg 118 3.2.1.6 The Islands: let’s learn about Margaret Island! pg 118 3.2.2 Time travel experience in Budapest pg 119 3.2.2.1 The Roman Age: Aquincum pg 119 3.2.2.2 The Middle Age in Buda pg 120 3.2.2.3 The birth of a new European Capital/Millennium pg 120 3.2.2.4 The Liberty tour pg 125 3.2.2.5 City Bridges pg 125 3.2.3 Experience the future: a tour in the contemporary city pg 125 3.2.3.1 The future Danube pg 125 3.2.3.2 The Aquarium pg 125 3.2.3.3 The Tram 2 pg 125 3.2.3.4 The Squares pg 126 3.2.3.5 Social problems in Budapest pg 127 3.3 Experience Paris pg 130 3.3.1 Experience Paris along the river pg 130 3.3.1.1 Canals in Paris pg 132 3.3.1.2 Enjoy the river in a sustainable way pg 132 ITALY 3.3.2 Experience past Paris: an unusual tour in Saint-Ouen district pg 134 3.3.2.1 The City Hall of Saint-Ouen pg 134 3.3.2.2 The castle of Saint-Ouen pg 134 3.3.2.3 The Market of Biffins pg 135 3.3.2.4 Les Halles: from the market to the Forum pg 136 FRANCE 3.3.2.5 Saint-Ouen Flea Market - Les Puces pg 138 3.3.2.6 PSA Citroen Factory pg 139 3.3.2.7 The Place des Vosges and the Victor Hugo’s House pg 140 3.3.2.8 The “Place de Grève” and its evolution pg 142 3.3.3 Experience future Paris: the Grand Paris project and the city of the future pg 142 HUNGARY 3.3.3.1 The Gran Paris project pg 142 3.3.3.2 Saint-Ouen and Grand Paris : towards smart cities. The Grand Paris pg 143 Express 3.3.3.3 How tunnels are built? pg 144 3.3.3.4 Les Halles of the future: a playground in the heart of Paris pg 145 3.3.3.5 Eco quartier des Docks à Saint-Ouen pg 146 3.3.3.6 The school of the future: Pef school in the dock district pg 148 4. Citizen of the future. Students talk about the project pg 151 5. Toward future. The project after Erasmus + pg 157 5.1 Toward future. The project after Erasmus +: observations and results pg 158 Texts marked with a flag are also available in Italian, Hungarian or French. Non-hyerarchical index pg 160 Click on the flag to go to the translation! 4 INDEX NON-HYERARCHICAL INDEX NON-HYERARCHICAL INDEX INDEX Introduction The international exchanges for students and teachers The project have been developed along a double binary: on one hand, the deepening of environmental, cultural, historical and sociological aspects of the city in which students The Erasmus + Project and teachers live; on the other hand, the opportunity of travelling and knowing different countries and cultures through international exchanges between the three partner schools. The Erasmus + Project “Toward Smart City. Sustainability and liveability of contemporary city” is an international and multidisciplinary project that have been funded by European Rome, Budapest and Paris are three important European capitals with a well-defined Community and has involved along two years (from September 2015 up to November identity, a strategic role in the actual political global frame, and a prominence of the cultural 2017) three european schools (in Italy, Hungary and France), 120 students from 15 to 18 factors for their economical development. So, each student have had the opportunity age and three institutional partners (a museum, an archive and a no-profit association) to visit for one week one of these cities, being guest of the family of a local student; around a specific topic with defined objectives and attended outputs. furthermore, students have been involved not only in school life, but also in many activities organized in order to better know city, culture and traditions of their foreign partners. The general topic: Smart City and sustainability So students can really feel part, maybe for the first time in their life - as they are very young - of the European Community, by experiencing living and studying in a foreign The general topic of the project is the Smart City as a model for sustainability and country and comparing teaching methodologies and notions in same fields and around liveability for the contemporary city: but what does “Smart City” mean? The way the same topics. It have been an important experience also for teachers: during three project is organized can help to understand the meaning we have given to this concept transnational meetings (of 3-4 days each one) they have not only discussed and shared in this project. how to manage and adjust the program, but also compared different teaching tools and innovated their own methodologies, enlarging their visions and competences in the The project is splitted into 3 thematic macro-areas: the first one is about the importance frame of a long-life learning activity. of hydric resources in the urban context; the second one is about the relation between past city and present city; the third one is about the relation between present city and Students during an international exchange future city. in Budapest – March 2017 This simple structure shows which idea of urban sustainability and liveability lies below the “smart” concept: the city is a complex system in which nature, culture, economy and society need to find a new balance between their conflicting aspects in order to look at the future and build a safer and fairer world; technology doesn’t enter in this vision unless it is an useful medium for achieving a goal; the goal is to reach smartness through a win- win strategy that preserves environment, quality of life, beauty, equality and economic weel-being. If we want this vision becomes effective, we have to engage in a complex educational program and look especially to younger generations.The whole project is intended to transmit to students these concepts, that cross many disciplines and not only form an useful set of knowledges, but also contribute to create the consciousness of their role as european citizens and prepare them to the future challenges. TOWARD SMART CITY TOWARD SMART CITY 6 SUSTAINABILITY AND LIVEABILITY SUSTAINABILITY AND LIVEABILITY 7 OF CONTEMPORARY CITY OF CONTEMPORARY CITY INDEX NON-HYERARCHICAL INDEX NON-HYERARCHICAL INDEX INDEX Learning smartness by smart teaching tools The fruit of our work Not only what we teach, but also how we teach it and why: this is a focus point in The attended intellectual outputs of the project – this e-book and the app – are the this Erasmus + Project.
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  • Rome: a New Planning Strategy

    Rome: a New Planning Strategy

    a selected chapter from Rome: A New Planning Strategy by Franco Archibugi draft of a forthcoming book to be published by Gordon and Breach, New York an overview of this book CHAPTER 5: THE NEW STRATEGY FOR ROME 1. The "Catchment Areas" of the New "Urban Centres" 2. The Spatial Distribution of the Catchment Areas Table 2 - Catchment Areas of the Roman Metropolitan System (by thousands of inhabitants) 3. What decentralization of services for the new "urban centres"? 4. What "City Architecture"? 5. What Strategy for "Urban Greenery"? 6. Programmed Mobility 7. A "Metropolitan" Residentiality Notes References Further Reading THE NEW STRATEGY FOR ROME Authentic "polycentrism", therefore, is founded first of all on an evaluation of the "catchment areas" of the services that define it. The location of the centers and infrastructures of such services is a subsequent question (we would say "secondary" if with this adjective is meant not inferiority in importance, but rather a temporal and conceptual subordination). The polycentrism supported here in Rome means, first of all, a theoretical assignation of the potentiality of the catchment area of the Roman system to respective "units" of service that locationally assume the 1 role of realizing the objectives, reasserted by everybody numerous times of: integrating functions, improving accessibility, distances, traveling times, not exceeding the thresholds that have been indicated as "overloading". The locational problem of the new strategy therefore, is posed as a problem of not letting all the users participate in any function in any part of the system (the 2,8 million Roman citizens plus the by now recognized other 700 thousand citizens of the Roman "system"); but to functionally distribute the services in such a way as to not render "indifferent" (but on the contrary very..